Podcasts about Sor

Så var den gal igen. En nedfalden køreledning tæt på Sorø resulterede i aflysninger og store forsinkelser. Der var decideret togkaos. Det sker kort tid efter, at DSB har offentliggjort nye tal, der viser, at DSB har haft den laveste punktlighed i 11 år, hvor DSB kun i én ud af de seneste 13 måneder har opfyldt kontrakten med staten. Hvad sker der for DSB? Og hvem har ansvaret? Det er dagens P1 Debat. Du kan blande dig i debatten ved at ringe på 7021 1919 eller send en sms til 1212. Medvirkende: Niels-Otto Fisker kommunikationschef, DSB Henning Mølsted, redaktionschef Ingeniøren Leila Stockmarr, transportordfører, Enhedslisten Jens Meilvang, transportordfører, LA Hakon Iversen, DI transport, branchedirektør Kim Olesen, formand for Jernbanearbejdernes Landsklub Vært: Mathias Pedersen Producer: Oliver Breum Tilrettelægger: Frederikke Ernst

Så var den gal igen. En nedfalden køreledning tæt på Sorø resulterede i aflysninger og store forsinkelser. Der var decideret togkaos. Det sker kort tid efter, at DSB har offentliggjort nye tal, der viser, at DSB har haft den laveste punktlighed i 11 år, hvor DSB kun i én ud af de seneste 13 måneder har opfyldt kontrakten med staten. Hvad sker der for DSB? Og hvem har ansvaret? Det er dagens P1 Debat. Du kan blande dig i debatten ved at ringe på 7021 1919 eller send en sms til 1212. Medvirkende: Niels-Otto Fisker kommunikationschef, DSB Henning Mølsted, redaktionschef Ingeniøren Leila Stockmarr, transportordfører, Enhedslisten Jens Meilvang, transportordfører, LA Hakon Iversen, DI transport, branchedirektør Kim Olesen, formand for Jernbanearbejdernes Landsklub Vært: Mathias Pedersen Producer: Oliver Breum Tilrettelægger: Frederikke Ernst

Så var den gal igen. En nedfalden køreledning tæt på Sorø resulterede i aflysninger og store forsinkelser. Der var decideret togkaos. Det sker kort tid efter, at DSB har offentliggjort nye tal, der viser, at DSB har haft den laveste punktlighed i 11 år, hvor DSB kun i én ud af de seneste 13 måneder har opfyldt kontrakten med staten. Hvad sker der for DSB? Og hvem har ansvaret? Det er dagens P1 Debat. Du kan blande dig i debatten ved at ringe på 7021 1919 eller send en sms til 1212. Medvirkende: Niels-Otto Fisker kommunikationschef, DSB Henning Mølsted, redaktionschef Ingeniøren Leila Stockmarr, transportordfører, Enhedslisten Jens Meilvang, transportordfører, LA Hakon Iversen, DI transport, branchedirektør Kim Olesen, formand for Jernbanearbejdernes Landsklub Vært: Mathias Pedersen Producer: Oliver Breum Tilrettelægger: Frederikke Ernst

By Dr. Andy Johnson, Executive Director, ILECPush back against top-down SoR mandates that disempower teachers. Get involved with the International Literacy Educators Coalition (ILEC). It's free.https://docs.google.com/forms/d/e/1FAIpQLSd-nZ_vlQu1b-TfDLj3Ryk01lVfJuRWTTMeuyIaEdAKKMiWBQ/viewform?usp=sharing&ouid=104234491744726588097

Cześć, dzień dobry, witam Was w podcaście #BEZPIECZNIK. Kontynuujemy nasz siódmy sezon poświęcony neuromniejszościom i ich potrzebom w przestrzeni – publicznej, zawodowej i tej najbardziej intymnej, wewnętrznej. W poprzednich odcinkach rozmawialiśmy o tym, że ciało to historia, a nie tylko diagnoza. Dziś tę historię przeniesiemy w miejsce, gdzie czas płynie skokowo, a bodźce atakują z każdą sekundą: na Szpitalny Oddział Ratunkowy (SOR) oraz kilkanaście metrów pod taflę wody.Moją i Państwa gościnią jest Paulina Sadowska – kobieta wielu ról i żywiołów. Ratowniczka medyczna, pielęgniarka, ratowniczka wodna i instruktorka freedivingu, ale przede wszystkim osoba czująca wszystko intensywniej, z gigantyczną empatią oraz nadpobudliwością ruchową, która codziennie balansuje między wysoką adrenaliną w pracy a absolutną ciszą bezdechu pod wodą. Paulina z zawodu, wykształcenia i pasji jest pielęgniarką anestezjologiczną z 17-letnim doświadczeniem w pracy pod presją, dyplomowaną nauczycielką Mindfulness (szkoloną w Oxford Mindfulness Foundation) oraz instruktorką freedivingu. Łączy wiedzę medyczną, praktykę uważności w nurcie MBCT-L oraz miłość do nurkowania na jednym wdechu, pomagając ludziom odnaleźć świadomy oddech, kontakt z ciałem i wewnętrzny spokój. Prowadząc kursy mindfulness, szkolenia z pierwszej pomocy oraz warsztaty freedivingu, uczy radzenia sobie z emocjami, pokonywania mentalnych blokad i budowania odporności psychicznej. Tworzy bezpieczną przestrzeń do świadomego rozwoju, wyhamowania i odpoczynku, wierząc, że uważność i zrozumienie własnego ciała są kluczem do siły, równowagi oraz bezpieczeństwa zarówno w wodzie, jak i w życiu codziennym.Porozmawiamy o tym, jak ADHD pomaga – a jak przeszkadza – w ratowaniu ludzkiego życia. Czy w zawodach medycznych neuroodmienność to ukryty atut, czy może bilet do szybkiego wypalenia? I dlaczego freediving oraz mindfulness, stał się dla Pauliny najlepszą formą autoterapii. Zapraszam.Menu wiedzy:Książki:Tchich Nath Hanh “cud uważności”Tchich Nath Hanh „lęk”Tchich Nath Hanh „cisza”Gabor Mate „Rozproszone umysły”Gabor Mate „ Kiedy ciało mówi nie. Koszty ukrytego stresu”Warto sprawdzić:https://www.instagram.com/sadowskapaulina/ https://www.instagram.com/twoja_obecnosc_mindfulness/ https://www.instagram.com/twoja__obecnosc/   https://linktr.ee/jojurga 

This week on "Off the Cuff," Hugh is joined by David Tolman, David Futrell, and Norma to discuss more details concerning the implementation of the One Big Beautiful Bill Act (OBBBA). During the conversation, NASFAA's Training and Regulatory Assistance team focuses on issues related to Schedule of Reductions (SOR) and outstanding questions that remain unanswered, even though final regulations were recently published. Norma goes on to provide an overview of SOR and explains how the term mandates that a student's Direct Loan eligibility be reduced when they are enrolled on a less-than-full-time basis. The team goes on to detail SOR concepts that financial aid administrators generally understand, and reviews areas of confusion.

Um homem fugiu do tribunal de Ponte de Sor por um simples motivo: estavam a "atazaná-lo" com crimes que não fez. Um paz de alma que cumpriu já duas penas. E foi o inglês a tramar os Bandidos do Cante?See omnystudio.com/listener for privacy information.

Um homem fugiu do tribunal de Ponte de Sor por um simples motivo: estavam a "atazaná-lo" com crimes que não fez. Um paz de alma que cumpriu já duas penas. E foi o inglês a tramar os Bandidos do Cante?See omnystudio.com/listener for privacy information.

Push back against top-down SoR mandates that disempower teacher. Get involved with ILEC. Sign up at this link:https://docs.google.com/forms/d/e/1FAIpQLSd-nZ_vlQu1b-TfDLj3Ryk01lVfJuRWTTMeuyIaEdAKKMiWBQ/viewform?usp=sharing&ouid=104234491744726588097

L'union fait la force ! Les deux clubs de foot phare de Romorantin : le SOR et Foot sud 41, s'apprêtent à fusionner. Une nouvelle entité qui devrait être forte de 600 licenciés à la prochaine rentrée. Un reportage réalisé par Bastien Bougeard.

In this episode of the He Said, She Said: Razor Branding™ Podcast, Jaci and Michael sit down with Michelle Herl, Vice President of Marketing at SOR Controls Group, to talk about what it really takes to build a marketing function from the ground up inside a mid-size industrial manufacturer – and keep it growing for more than 25 years. Michelle shares how she started with no office, no budget, and catalogs hanging from wires, and turned it into a seat at the leadership table. She also breaks down how SOR manages a house of brands across three distinct product lines – SOR, SSi, and SENSOR – and why educating your internal team on brand structure matters just as much as reaching customers. From building a strategic planning system that keeps the one pager club at bay, to winning over the CFO by watching the bottom line like a marketer who actually cares about money, this conversation is full of real-world lessons for anyone trying to make marketing matter in a complex B2B environment. Key Takeaways Getting the house in order before going to market is essential, especially in manufacturing and industrial B2B Earning a seat at the leadership table takes time, but it starts with proving that marketing drives strategy, not just tactics Managing a house of brands requires consistent internal education across sales teams, partners, and leadership A structured planning system with clear priorities keeps marketing focused and protects the team from reactive one-off requests Building trust with finance means watching expenses, questioning invoices, and showing that marketing is accountable to the bottom line Differentiating through people, not just products, creates authentic brand moments that competitors cannot replicate Listen wherever you get your podcasts or at razorbranding.org

As a witch with ancestral ties to Salem, Massachusetts, Lynn Wallington lives life amidst the strange and unusual. Her first paranormal experience happened at a young age, where she saw her great grandmother sitting at the edge of her bed one night, only to find out the next morning that she had passed away. ​Lynn has always lived with one foot in this world and one in the spirit world. And since that defining moment, she's had a fascination with all things paranormal. Her interest in the paranormal and how it affects people led her to get a degree in Psychology from the University of Massachusetts. After Lynn graduated, she worked for Harvard Medical School doing research and working with clients who had Schizophrenia and other forms of psychosis. In her 30's Lynn had her first experience with a ufo, and shortly after had an experience with a mantis being. Her interest in the field of ufology was sparked. Using her own experiences and her background in Psychology, Lynn worked with FREE (The Dr Edgar Mitchell Foundation for Research into Extraterrestrial Encounters) where she helped to develop and run the Support Program for experiencers. In doing so Lynn has had the privilege of talking with hundreds of experiencers, where she helped them come to terms with their encounters. Lynn is also certified as a Regression Therapist and has worked with experiencers to help recover memories and understand the role these experiences have played in their life. In addition to being on the Spaced Out Roundtable as SOR's resident witch, Lynn is the co-host of the YouTube Channel Paranormal Spirits.

Peso se fortalece y mercados cierran con ganancias Reviven legado de Sor Juana con edición históricaNASA lanza herramienta para escribir tu nombre con la TierraMás información en nuestro podcast#grc

NEVER BEFORE‼️The Controversial Four! Ep.1641) SoR gone wrong ⚠️$$$$$$

Une intervention menée tôt ce matin, le 20 avril 2026, à Sorèze, Pailles, par une équipe de la Mauritius Society for Animal Welfare (MSAW), avec le soutien de la police, a permis de mettre au jour un cas présumé de cruauté animale et d'élevage illégal. Selon Tinagaren Govindasami, directeur de la MSAW, l'opération fait suite à une plainte pour mauvais traitements infligés à plusieurs chiens. Sur place, les inspecteurs ont constaté de graves manquements, notamment un manque de nourriture et d'eau, ainsi que l'absence de suivi sanitaire. Au total, 14 chiens ont été saisis et pris en charge par les services vétérinaires. Plusieurs présentaient des blessures, des problèmes de peau et des signes de négligence. Trois d'entre eux appartiendraient à des races dites dangereuses et certains n'étaient pas stérilisés. La personne mise en cause, déjà connue des autorités, aurait enfreint l'Animal Welfare Act, notamment les sections 3 et 31. L'élevage n'était pas enregistré.

Stream/Buy: fanlink.tv/GR404 Gain Records proudly presents the debut EP by The Opposiz, Synaptic Sparks. Marking his first release on Sisko Electrofanatik's label, this two-track EP delivers a powerful and forward-thinking techno statement. Opening the release, “SOR” hits hard with a raw acid drive, sharp sequences, and relentless energy, built for peak-time impact on the dancefloor. The title track “Synaptic Sparks” dives deeper, driven by a massive low-end bassline, intense vocals, and a melody that slowly evolves before exploding into an emotional and hypnotic climax. A bold debut that perfectly fits the sonic identity of Gain Records, Synaptic Sparks showcases The Opposiz's ability to balance power, atmosphere, and groove. ©️ 2026 Gain Records | Gain Plus www.gainrecords.com #SuperTechno #DreamTechno #WeAreWhatWePlay

Stream/Buy: fanlink.tv/GR404 Gain Records proudly presents the debut EP by The Opposiz, Synaptic Sparks. Marking his first release on Sisko Electrofanatik's label, this two-track EP delivers a powerful and forward-thinking techno statement. Opening the release, “SOR” hits hard with a raw acid drive, sharp sequences, and relentless energy, built for peak-time impact on the dancefloor. The title track “Synaptic Sparks” dives deeper, driven by a massive low-end bassline, intense vocals, and a melody that slowly evolves before exploding into an emotional and hypnotic climax. A bold debut that perfectly fits the sonic identity of Gain Records, Synaptic Sparks showcases The Opposiz's ability to balance power, atmosphere, and groove. ©️ 2026 Gain Records | Gain Plus www.gainrecords.com #SuperTechno #DreamTechno #WeAreWhatWePlay

Feeling deluged by SOR media, materials, and mandates? Science of Reading's murky waters have crested, says Dr. Hruby. Our classrooms are ours to reclaim if we strategize now. Join Dr. Hruby in a conversation about why SOR may be on the outs, the backstories behind it, and how we can take back control of our teaching and students' learning.

The science of reading has made real progress in how schools think about decoding and language comprehension. But for a significant number of struggling readers, those two buckets don't explain what's getting in the way. Dr. Kelly Cartwright, Spangler Distinguished Professor of Early Child Literacy at UNC Charlotte, has spent her career mapping the territory other reading models leave out — specifically, the role executive functions play in coordinating what skilled readers do.In this conversation, Dr. Cartwright explains what executive functions (EF) actually are, why they matter for every reader and not just students with ADHD, and what her research reveals about the kind of EF interventions that actually move the needle on reading outcomes. She also makes the case that the field's tendency toward dichotomous thinking — decoding over here, comprehension over there — may be leaving a large group of students without the support they need.Check out the video recording of this conversation below, available to full subscribers. Join the community today!Show NotesResearch and Articles (links embedded in title)* Duke, N. K., & Cartwright, K. B. (2021). The Science of Reading Progresses: Communicating Advances Beyond the Simple View of Reading. Reading Research Quarterly, 56(S1), S25–S44.* Cartwright, K. B., & Palian, S. R. (2024). Considering Roles of Executive Functions in the Science of Reading: A Meta-Analysis Highlighting Promises and Challenges of Reading-Specific Executive Functions. Educational Psychologist, 59(4), 263–290.* Wagner, R. K., et al. (2021). A Model-Based Meta-Analytic Examination of Specific Reading Comprehension Deficit. Annals of Dyslexia, 71(2), 260–281.* Austin, C. R., Vaughn, S., Clemens, N. H., Pustejovsky, J. E., & Boucher, A. N. (2022). The relative effects of instruction linking word reading and word meaning compared to word reading instruction alone on the accuracy, fluency, and word meaning knowledge of 4th-5th grade students with dyslexia. Scientific Studies of Reading, 26(3), 204-222.* Chi, M. T. H. (1978). Knowledge structures and memory development. In R. S. Siegler (Ed.), Children's thinking: What develops? (pp. 73–96). Lawrence Erlbaum Associates, Inc.Assessments Mentioned* Graphophonological Semantic Flexibility (GSF) Assessment — freely accessible; measures cognitive flexibility in managing letter-sound and meaning features of words simultaneously (from Chapter 4 of Executive Skills and Reading Comprehension - see below)Books Mentioned (embedded Bookshop links are an affiliate account)* Cartwright, K. B. (2023). Executive Skills and Reading Comprehension: A Guide for Educators (2nd ed.). Guilford Press. (Bookshop) (Guilford Press - download flyer for 25% discount)* Adams, M. J. (1990). Beginning to Read: Thinking and Learning About Print. MIT Press. (Bookshop)* Page, L. This Book Made Me Think of You (Bookshop) — recommended by Kelly Cartwright* Weir, A. Project Hail Mary (Bookshop) — recommended by Matt Renwick* Richtel, M. How We Grow Up (Bookshop) — recommended by Debra CrouchModel Referenced* The Active View of Reading (Duke & Cartwright, 2021) — diagram available via the Reading Research Quarterly article linked above (and below).Full TranscriptMatt RenwickHi, I'm Matt. Welcome to Read by Example, where teachers are leaders, and leaders know literacy. I am excited to have someone that I've been reading about in a pretty specific, but I think important subject area. I'm joined by Kelly Cartwright. Dr. Cartwright is the Spangler Distinguished Professor of Early Child Literacy at the University of North Carolina, Charlotte. She is the author of Executive Skills, Reading and Reading Comprehension, second edition through Guilford. Welcome, Kelly.Kelly CartwrightThank you. I'm so excited to be here with you today.Matt RenwickAnd Debra Crouch, author and co-author of Made for Learning with Brian Camborne, is also here. Excited to see Debra again. Are you in the classroom still, Debra?Debra CrouchNo, not right now. I'm actually supervising a couple of student teachers right now. That's what I'm up to.Matt RenwickAlright, but you were teaching second grade, right?Debra CrouchYes, second and third grade. Both grades.Kelly CartwrightAnd technically, you're in classrooms, so…Debra CrouchYes, always in classrooms.Matt RenwickSame here. Whenever I can get in, it's a treat. So, Kelly, I want to start with curiosity. Executive functions have not been a prominent part of the conversation around reading instruction. What made you think they should be? What about this field captured your interest and focus for your research?Kelly CartwrightThat's a great question. I started out in psychology, but I was interested in how reading works — how reading works in the brain, how our cognitive processes support our ability to read. I was learning about executive functions, learning about the fact that kids, when they are young, are learning to be flexible in thinking about things. It occurred to me that reading is super complex, and it requires that we think about words in lots of ways. I was reading Marilyn Adams' book, Beginning to Read, while in graduate school, and learning about all of these wonderful executive functions, and realizing that kids have to manage a ton. Grown-ups have to manage a ton of things in their heads, and I wondered about this connection. So, I started off my work in the area of looking at cognitive flexibility specific to reading — flexibility in thinking about words, sounds, and meanings — because kids have to think about words in a lot of ways to learn to be good readers, and we do it without thinking about it. Lots of people are looking at it now and realizing that being able to manage your thinking and manage your reading processes is a really important part of being a good reader.Matt RenwickAre you seeing more interest in this due to the world we currently live in, with constant connection and distraction? Do you see that contributing to this interest?Kelly CartwrightMaybe. I think that people are aware of executive functions in the context of special education, or when a child has ADHD in your classroom and the school psychologist has done assessments and says, “This child has a working memory problem,” or, “This child has an inhibition problem.” We've seen more and more diagnoses of executive skill difficulties, like ADHD, over the past few years. Is it connected to technology? I don't have data on that. But I think the piece that we don't always think about is that for a child who has executive skill difficulties, we see evidence that there's a problem — but when everything's going well, and your working memory and flexibility are supporting your reading processes, it's invisible. We don't see them. We see evidence for difficulty, not evidence for success. But being a successful reader means that you have those things in place.Matt RenwickADHD has been referred to as an invisible disability — or difference, however you want to term it — and that resonates with me, because kids don't always demonstrate it. It's often an internal kind of thing.Kelly CartwrightExactly.Matt RenwickYou mentioned executive functions, and I think when people hear that, they sometimes just resort to ADHD as a rule of thumb. But they're different. How would you describe executive functions in a way that's separate from a diagnosis like ADHD, and connects it to what every reader is trying to do?Kelly CartwrightExecutive functions, when you have difficulties with them, people see evidence of those things when you have a child who can't focus, or can't inhibit attention to all the things that are so interesting. But we recruit executive functions in all of our daily activities. Think about going to the supermarket. You need to keep your list of needed items in mind — you don't want to get home without the noodles for the spaghetti — and that's working memory, having to hold all that stuff in your head. You might make a list, but that kind of offloads the thinking onto a piece of paper. And you're still going to have to use it in a flexible way: you're looking at the shelf, you're looking at the list, maybe they don't have the brand you usually buy, or they're out of the fruit you were going to buy, and you have to flex the week's menu. You're also having to use that list to inhibit your attention to the shiny Oreos on the end cap, and not buy the things that are not on the list. That working memory, that cognitive flexibility, that inhibition — they play out in everything we do.In reading, we're building a mental model of text meaning in our head. As I make my way through a text and learn about a new event, or a character does something unexpected, I'm updating my mental model of the text's meaning as I go, while still hanging on to the things I've learned before. That's working memory. While we're doing that, we're also decoding — shifting between word reading and meaning-making constantly. Even as adults, we process all the letters and sounds. If we come upon a multisyllabic word we haven't seen, we're totally using our decoding processes, but we're doing those things under the level of conscious awareness and switching between them, and that takes flexibility. Or coming upon a word like “wind” — W-I-N-D — if you're reading about a mechanical toy, it becomes “wind,” but if you're reading about weather patterns, it's “wind,” and knowing how to flex that vowel pronunciation is another instance of cognitive flexibility specific to reading.Inhibition plays out in reading when you encounter words with multiple meanings, like “jam” and “traffic jam.” You can't think about the sticky stuff you put on toast — you have to only think about the congested traffic. All of those things are happening for skilled readers automatically. We don't notice them. But when children don't have the working memory capacity, they're not able to hold in mind the text pieces they need and supply their prior knowledge in order to make an inference. We can support that kind of thinking — put it on paper, use a graphic organizer like an inference map — but as skilled readers, we often expect kids to have the ability to do the things that we can do. Making inferences is so obvious to us, but it's not obvious when you don't have the ability to hold all the relevant pieces in your mind.Matt RenwickIf I'm reading a novel and trying to keep track of all these characters, I'm not going to pull out a character map — maybe I might, if it's a complex novel. But you're right, we don't reverse ourselves back to when we were learning to read when we teach. That's where these external tools can be really helpful to support that cognition.I personally have a hard time remembering all these different systems — it's hard to visualize. When you teach this, do you use some kind of mental model, metaphor, or imagery to help teachers hold that idea in mind?Kelly CartwrightYou've identified something the field probably needs. Models of reading are starting to incorporate executive functions. Nell Duke and I proposed the Active View of Reading — for those of you listening, maybe we can link this in the show notes. There's a green bubble off to the left that has your executive function and self-regulation abilities, and they are helping drive your ability to recognize words, that word recognition piece, and that language comprehension piece, and your ability to put it all together in service of reading comprehension. That visual heuristic helps teachers to think about the fact that these invisible things actually undergird and support the processes we know readers need. But if I continue to try to teach inference-making in all the typical ways to a child who has working memory difficulties, without thinking about how working memory shows up within reading or how I can support and strengthen those reading-specific working memory skills, then the child may not make the progress I need them to.For kids with ADHD, or adults with ADHD, all of these executive functions show up as difficulties in organization and planning. The child who comes with a backpack that isn't as organized as we'd like — with an executive function difficulty, the organization isn't there, and they may not be able to make that mental model of a text's meaning without concrete support, or a story map, or explicit text structure instruction, so that they can use that heuristic — putting that thinking on the table — to support the working memory where they can't do it all in their head.Matt RenwickI've used the Active View in presentations for school leaders on what they need to know about the science of reading. I'll start with the Simple View, and then go to your Active View, just to show how complex reading really is. And I like where you positioned executive function — before word recognition and language comprehension. I assume that's intentional. If you need executive functioning, you need strategic use of strategies. You can't just teach phonics.Kelly CartwrightYou have to know what to do with the phonics. The Simple View is amazing. It's elegant. It's 40 years old now, which is remarkable, and it has longevity in the field because it provides an amazing heuristic to help teachers understand that reading is more than just loving books. It came out at the height of the whole language movement, when phonics was not favored, and the Simple View does an excellent job of demonstrating that if our phonics knowledge — our ability to recognize words using that phonics knowledge systematically — if it's not there, we are not going to understand what we read. You can't understand what you read if you don't pull the words off the page. But likewise, if you can't understand what people say to you, you're not going to understand what you read.The Simple View does an excellent job with that. It's a great place for teachers to begin to see how that complexity works. But what I've seen in practice is phonics instruction happening over here in this part of the day, and instruction in language comprehension happening over there in that other part of the day, and never the twain shall meet. But when I'm a skilled reader, I'm doing these at the same time, and I'm having to put it all together. The Simple View — and the rope model is similar — shows these two buckets of skills. The rope goes further to say we do weave them together, but it doesn't say how. I think that's where executive functions come in. Executive functions and self-regulation help you to strategically deploy that word recognition knowledge and that language comprehension knowledge and weave them together in service of comprehension — which is a piece that's over and above each of those alone.I like to use the analogy of that old pat-your-head, rub-your-tummy thing we used to do as kids. I can pat my head by itself, just like I can decode — when assessed independently I do well. I can rub my tummy, and I can do well when assessed on language comprehension independently. But if I have to put them together, it requires some third coordination ability that's over and above the individual skills. That bridging or integration is represented in the Active View but isn't represented in the Simple View. The Simple View initially alluded to this idea that kids decode and then comprehend — like a sequential thing — but it's not. It's very much an all-at-the-same-time kind of thing.Matt RenwickYou're multitasking in some ways. It's why reading is so difficult for some kids.Kelly CartwrightAnd for grown-ups when we are tired.Matt RenwickRight — I've hit many mental roadblocks, and I'm like, I need a break, I need to go walk the dog. Movement helps me reset my thinking.We see new resources that are still referring to the Simple View, still framing things as decoding over here, language comprehension over there. Why has this binary been so sticky? Why has the field not progressed to what you're describing?Kelly CartwrightThis is what happens in fields all over the place — it's not just education. We like to group things. Cognitively, we like to sort things into groups. There's the old nature-nurture debate from human development: is a particular trait caused by nature, or is it caused by nurture? People tend to think about that in a really dichotomous way, when the truth is very much intertwined. Even reading disabilities are a great example. Reading disabilities have a heritable component, but environment plays a role too. If you get explicit, systematic phonics instruction, that's going to move the needle in a way that an environmental factor — not getting that instruction — won't.Another example: kids with lower socioeconomic resources tend to have more difficulty with reading, and with executive functions. Experience plays a role; heredity plays a role. It's not a simple either-or. But when we're thinking about doing something super complicated — Louisa Moats characterized teaching reading as rocket science — not only are we having to do all of those things at once as readers, but as an educator, you are having to help little people who have never understood how letters make words. You've got to help them decode, know what the words mean, know how to weave them into phrases and sentences and paragraphs, make mental pictures, make the inferences, deal with syntax and morphology. That's a lot. And so, to be able to group the things that I need to do as an educator into two buckets simplifies things and helps us organize our day. But it may not always be beneficial for students, because we know that multi-component interventions help students learn to do that integration.Matt RenwickI wish we would pay teachers like rocket scientists.Kelly CartwrightHear, hear. I agree.Matt RenwickIn your meta-analysis, you were looking at executive function interventions isolated from reading instruction and then asking: what's the effect? And you found that for EF interventions to be effective, they need to be embedded in reading instruction. You can't do executive functioning interventions in isolation and then expect them to generalize into reading. Why is that, and why does that matter for educators?Kelly CartwrightThere's a super basic study in cognitive psychology called the chess study. What they did was compare children who were chess experts with adults who were chess novices on two tasks: memory for chessboard arrangements, and memory for strings of numbers. Both are memory tasks, but one is specific to an area the kids have experience with and the adults do not. What they found — and this was a big deal at the time — is that the children outperformed the adults on chessboard arrangements. Children are not supposed to have better memory than adults, but they did on chess-specific memory. And on memory for letter strings, the adults outperformed the kids, as we would expect. That illustrates this idea of domain-specific or task-specific cognition: the thinking within that task gets better. Over time, playing chess helped those kids get better and better at remembering chessboard arrangements. That doesn't really relate to reading — I'm not saying go out and have people play chess — but within reading, it's requiring you to do a lot of mental work, a lot of mental gymnastics. Being flexible about pronunciations of words — there's something called “set for variability” — or being able to shift between thinking about words' sounds and words' meanings, or being able to hold aspects of text in mind and update them as you continue to make your way through. That's reading-specific working memory.So, if I'm doing an intervention that helps to strengthen the kinds of reading-specific executive skills, or the way executive skills show up within reading, that's going to help the child's reading — and also their executive skills within reading. But if I put a child over here on a working memory task that looks kind of like that Simon game we used to play as kids, where you're pushing buttons to remember sequences of tones — that's not going to help reading. It might help them remember sequences of colored buttons, but it's not going to transfer. The field went for a while, when executive functions and reading were shown to be related, toward: let's do executive function interventions, have them do computerized tasks, and it will transfer to reading. But we're not seeing that happen, because the work was being done in separate areas. When educators can identify the ways that working memory shows up within reading — like inference-making, or the flexibility we've talked about, or inhibiting inappropriate word meanings for context — and then intervene in those things to strengthen both the executive skills and the reading skills, then both improve.Matt RenwickWhen you talk about that, what comes up for me is “neurons that fire together wire together.” Is that why we see that?Kelly CartwrightI don't have all the data we need yet, but we know that reading interventions strengthen connectivity in the reading network. And we know that executive function networks help to connect up the hubs in the reading network in the brain. In a sense, yes, you're having them fire together — just like an intervention for a child with dyslexia. They need more explicit, systematic phonics instruction to get that letter-word form area in the visual cortex — that part of the brain we repurposed to become reading brain — to build up. When we give them more practice, it improves the connections and the processing. Interventions change brains, yes. But we do need more work to really say definitively, here's study after study. We don't have all of that yet.Matt RenwickI'm thinking about kids who have gone through a very isolated phonics intervention and come out as good word callers, but their comprehension hasn't kept up. It seems like a similar issue — we want the bridging processes, we want to bridge these activities so that kids are fully growing as readers.Kelly CartwrightThat brings up something for me, just thinking about reading difficulties. Dyslexia is one — those kids have word-reading difficulties. But the kids we typically call “word callers,” where they sound like great readers and fly under the radar because they sound awesome — the teacher hears them and thinks everything's going well, and then the end-of-grade assessment comes and they can't comprehend, and you're like, what's going on? Those children are children where executive skills show up as a difficulty. Kids with dyslexia also have executive skill difficulties, in different ways.A recent meta-analysis by Rick Wagner and colleagues at the Florida Center for Reading Research looked at kids with great word-reading ability but surprisingly poor comprehension. Using the Simple View framework, they examined how much word recognition and language comprehension contribute to reading comprehension for these kids. Those two buckets of skills explain about half of the variance in reading comprehension, and what they concluded was: there's got to be something else. We know that these students have executive skill difficulties — study after study shows it. This work matters for educators because, historically, we haven't known what to do with those children. You know what to do when they can't read the words. But when they can read the words and comprehension just isn't happening — executive skill-infused instruction helps these kids in ways that typical instruction sometimes does not.Matt RenwickAnd this is an equity issue. You mentioned that low socioeconomic status has an influence on executive functioning as well. I mean, I'm thinking about schools and their intervention banks — they're almost 100% either language comprehension or word recognition interventions. We are really potentially missing a lot of kids if we're not thinking about executive functioning.Kelly CartwrightAnd you said “either-or,” and that points to some new work that's coming out. I'll point to one particular study — Austin and colleagues out of University of Texas at Austin. They did an intervention study with 4th and 5th graders with dyslexia. One condition had 45-minute intensive phonics lessons — a series of lessons with multisyllabic words — and students learned to decode those words to fluency. The other group, randomly assigned, had 25 minutes of explicit phonics instruction for the same series of lessons, but also 20 minutes of meaning-focused instruction — so they learned what the words meant and were working with the meanings as well as the decoding. And as you might expect, the students with the multi-component intervention — dealing with both the sounds and the meanings of the words — actually outperformed their peers who received phonics alone. It's important to give kids the opportunities to deal with both at the same time.Matt RenwickWhat steps could an interventionist, or a classroom teacher, take to start redesigning core instruction and interventions with executive functions in mind? What might be a first good step or two?Kelly CartwrightOne way that we approach instruction is to put an anchor chart on the board or have an organizational tool for the child on the desk. There are certain graphic organizers that can help take cognitive load for students, and using them in that way — helping kids put the thinking on the table — really supports kids with working memory difficulties.You can also assess cognitive flexibility. I have an assessment — a Graphophonological Semantic Flexibility Assessment — that measures flexibility in thinking about letter sounds and meanings. It shows how well someone can shift back and forth between the word recognition piece and the meaning-focused piece. Kids and adults who are more flexible in considering both sounds and meanings of words are better comprehenders. Word-calling types of kids, kids with dyslexia, are not good at managing both. It's freely accessible, so that's another thing to think about.Fluency is another area. The way we operationalize and measure fluency — we're looking at rate. Rate just means they can decode automatically. Rate doesn't tell us whether they're also managing meaning at the same time. But prosody, or expressiveness, is harder to measure. We don't always measure it, but that's an indicator that they're weaving meaning together with their decoding. The old school thinking is: you get more automatic with word recognition, and it makes mental space for comprehension. But that doesn't mean you fill that space with comprehension if you don't know how. Matt RenwickSo oral reading fluency by itself may not be enough. It's a screener, but we want to investigate further — especially for our right-to-read states where reading fluency is the primary measure.Kelly CartwrightThere are options for examining prosody and expressiveness, but we don't always do that because it's just harder to assess. When I'm talking to students, I'll talk about it as expressiveness, or using your “movie star voices” and putting the feeling in — but you have to know what the text means to put the feeling in the right way.Matt RenwickLet's talk about a harder part of this conversation. You've expressed your position on the popular science of reading discourse. You note in the Active View of Reading article that popular SoR discourse, as currently practiced, may actually be masking complexity in ways that can hurt kids — particularly kids whose reading difficulties don't fit the decoding-or-comprehension frame. The walls come up, egos get hurt, resistance arises. How do you communicate these critiques effectively, so that people are actually hearing them and are willing to be responsive?Kelly CartwrightIt's difficult, because educators have put so, so much time and effort into retooling and learning and understanding. But the science — just like any science — is ever-evolving, and we continue to learn more so we can meet the needs of all learners. If we all share that goal, then we just have to keep working toward figuring out why all learners aren't growing the way we expect them to.If we're teaching word recognition over here and language comprehension over there in different parts of the school day, and not giving students the opportunity to put them together — to bridge them, as we know skilled readers need to do — then that doesn't help them do what they need to do as skilled readers. We're not equipping them in the same way. Like the Austin intervention study with 4th and 5th grade students with dyslexia: the ones who had the opportunity to deal with explicit, systematic phonics instruction and meaning did better on all of the outcome measures than the students who got the explicit systematic phonics instruction alone. If we look at word recognition and language comprehension, we'd say, “Oh, those kids need word recognition!” But the word recognition alone didn't lift them up as much as helping them learn to do that alongside other things. We have to look at the data on the kids and what they need, and try to avoid compartmentalized thinking. We need more work on multi-component interventions.Matt RenwickSharing the research and being a learner yourself. I've found similar results where I've shared a study, and the response is usually not defensive — it's more like, “Okay, I'll think about it,” and then they circle back around and I do see change in their practice. They may not admit that what they did in the past was not as effective, but I would agree: just share the research and be a learner. So, fun question to close things out. What are you reading right now?Kelly CartwrightI always have a fiction book on my bedside table — that's my break at the end of the day. I may only read two sentences and fall asleep, as we do sometimes. A literacy professor friend recommended a book titled This Book Made Me Think of You by Libby Page. It's great — I highly recommend it. I haven't finished it yet, but it's a great book.Matt RenwickI'm writing that down. I am reading Project Hail Mary. It just came out as a movie — science fiction. It's one of those “we gotta save the planet” kind of books. I always try to read the book before I see the movie, because once I see the movie, I picture that person as the character.Kelly CartwrightYou want to develop your own visual imagery — yes.Matt RenwickYes. Debra, what are you reading?Debra CrouchI am reading a book called How We Grow Up by Matt Richtel. It's all about adolescence and all the science and research coming out now about the brain. He's got some really interesting things to say, and he's just a fabulous writer — it doesn't matter what his topic is, I will always read him.Matt RenwickI'll put them in the notes. Well, thank you, Kelly, for being here. This was really informative. You read what someone writes and studies, but to hear them explain it is super helpful. I'm imagining your students really appreciate your instruction. Thank you for being here.Kelly CartwrightThank you so much. It was a pleasure. This is a public episode. If you'd like to discuss this with other subscribers or get access to bonus episodes, visit readbyexample.substack.com/subscribe

What happens when a former professional footballer and football agent walks into the motor trade… and decides to build a dealership with "more care, more style, and a lot less ego"? In this episode, I'm joined by Josh Apps, founder of V12 Automobil in Central London. Josh didn't grow up in the trade. He's built V12 from scratch since 2022, and he's straight-talking about what actually works when you're buying and selling everything from a £20k GLC to a £1m+ hypercar.  We get into the real mechanics of his business, like underwriting stock, consignment done properly, why some dealers go bust with SOR, what he's seeing on Carwow and Motorway, and how he thinks about margin, risk, and stock turn in a market where plenty of people are trying to make £5k the easy way instead of £9k the stressful way.  Episode highlights: The mindset shift from football + agency life into running a dealership, and what skills actually transfer. Josh's take on consignment/SOR: why it can work, why it often blows up, and the process that stops you "playing with other people's money". How he sources stock day-to-day (dealers, auctions, Carwow/Motorway, LinkedIn, banks) and why access to stock is both easier and messier now. The uncomfortable truth about online buying platforms: inflated offers, knock-backs, cars reappearing, and how it creates friction for customers and dealers. A proper "car dealer war story": the Range Rover that turned into an engine rebuild, a transport job, and a stress test in customer service. The simple but rare philosophy that's kept his reviews and referrals strong: do the right thing even when it costs.   Finding this useful? Follow the show About Symco Training: Symco Training was founded in 2000 by Simon Bowkett and it was his belief that the business had to offer its clients something different. That difference was clear to Simon from his days in the dealership when he experienced many sales trainers who had all the answers, but were unable, unwilling or both to actually show the delegate how they could be implemented. It remains the ethos of the business today. You see, Symco only employ trainers that are committed to delivering not only in spiring and insightful training, but are equally as happy to demonstrate these skills and techniques with real customers in your own showroom. We believe in order for sales training to be effective and in Simon's words 'real world', it needs to be tried and tested in the only place it matters the showroom floor. There is no room for theory when your goals are for your team to sell more cars, hours or parts and retain more profit. In dealerships around the world the focus applied by many of the sales executives is to try and sell a deal. Symco specialise in getting your teams to focus on selling themselves, the product and then supporting this with the deal. To find out more visit: www.symcotraining.co.uk

I denne uges udsendelse er det blevet tid til årets første MIX-afsnit, og denne gang er vi gået 30 år tilbage i tiden. Vi er i april 1996, og det er med den kun 16-årige svenske popstjerne Robyn på forsiden. Den selvsamme Robyn, som i dag 30 år senere udgiver sit 8. studiealbum Sexistential. Det er simpelthen så beundringsværdigt og vildt, at hun stadigvæk i dag er en af verdens bedste og sejeste popstjerner. Udover at være sammen med Robyn i USA, uddeler vi desuden guldbelagte kassettebånd til Take That, vi tager til Tokyo med de sindssygt populære Me & My, vi gør klar til den svære 2'er med danske Dizzy Mizz Lizzy, vi genbedømmer vores gode ven Tony Rich, og så tager vi med AC/DC til Mexico. Der bliver selvfølgelig også plads til Rå-MIX, hitlister og MIXbix, hvor Anita efterlyser en mand/kvinde fra Frederikssundtoget. Derudover leder vi efter Voldum og Veksø, vi imponeres over Manchesters borgmester, vi overvejer om Thomas Eje var med til at inspirere Max Martin, Andy bliver MEGET begejstret over TV-2 og har hede drømme om Næstveds centerchef, og så kan I også møde et Wolt bud der taber coverbilleder, tidløse barbermaskiner, 2 snorkende ABBA-medlemmer, en kendt jazzsanger som seriemorder, et håbefuldt brødrepar der hader Søren Ryge, en lidt musikkræsen pige fra Sorø og en glubsk Ole Stephensen. Playliste: George Michael - Jesus to a child Moloko - Fun for me Robyn - Do you really want me (Show respect) Robyn - Show me love Robyn - Talk to me Dizzy Mizz Lizzy - 11:07 PM Tony Rich Project - Nobody knows The Smashing Pumpkins - Tonight, tonight Luniz - I got 5 on it TV-2 - Line Jørgensen, Voldum AC/DC - Hard as a rock Baal - Bubble fake Maria Montell - Imens hun sang (Di da di)

durée : 00:06:11 - "Étude opus 35 n°22" de Fernando Sor par Gaëlle Solal - À l'orée de la sortie de son nouvel album "RIO", consacré à la musique brésilienne, Gaëlle Solal s'arrête dans nos studios pour nous offrir quelques notes en live et évoquer des souvenirs de sa formation musicale à Marseille. Vous aimez ce podcast ? Pour écouter tous les autres épisodes sans limite, rendez-vous sur Radio France.

Despite all the interest in the "science of reading" (SOR) there are still some serious misunderstandings when it comes to recognizing and using research evidence. Even many proponents of SOR, in their zeal to get their way, misuse research as more of a rhetorical device than as a method for determining what would be best for children.

Esta noche continuamos con la plática de la semana pasada, donde hablaremos de algunas de las leyendas de terror que existen a lo largo y ancho de las calles del Centro Histórico de la Ciudad de MéxicoEn este episodio Erick nos contará una anecedota bastante curiosa que tuvo en el palacio de Minería, adicionalmente hablaremos de la estatua macabra de Sor Juana Inés de la Cruz ubicada en el callejón de San Jerónimo.Finalmente revisitaremos el Palacio de Bellas artes para abordar 3 anécdotas que nos envió una ex guía turistica de este lugar, la cual nos narra sobre los sucesos paranormales que le tocó presenciar en este recinto mientras ejercía su trabajo.¡No olvides regalarnos tu like, suscribirte y comentar, eso ayuda muchísimo!YA DISPONIBLE EL CONTENIDO EXCLUSIVO EN PATREON:http://patreon.com/nochesdeterror* Suscripción desde 6 USD para acceder a todo el contenido exclusivo *
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David Jordán, presidente de la cooperativa Sor Ángela de la Cruz de Estepa, teme temer un comercio con EEUU "fundamental"

Why do some schools see rapid literacy gains while others struggle to move the needle? The difference often isn't the program—it's the leadership behind the implementation.In this episode, we discuss:How courageous, humble leadership accelerates literacy improvementMoving from knowledge to practice through actionable support and coachingSustainable literacy improvement doesn't happen through one-day professional development or a new curriculum alone. It happens when leaders create the conditions for change—building knowledge, supporting teachers in real time, and aligning systems from the district office to the classroom. Our guest shares how implementation moves beyond ideas and into action when leaders focus on instruction, coaching, and culture.We also explore why evaluation alone doesn't change practice, how bite-sized, actionable professional learning leads to real growth, and what it takes to create schools where teachers feel supported to take risks. When leadership aligns at every level, morale improves, instruction strengthens, and students win.Guest: Justin Browning, M.Ed., literacy consultant and founder of SoR for MoreResources mentioned:SoR for More – https://www.sorformore.comEpisode URL: YouTube Audio Link: YouTube Video Link: https://youtu.be/SO34fhskFH8

In dieser Folge besucht Miriam Seeland, die größte Insel Dänemarks. Gemeinsam mit Geologe Jesper Milàn steigt sie in den größten aktiven Kalksteinbruch des Landes hinab. Zwischen Millionen Jahre alten Fossilien und Spuren des Asteroideneinschlags, der einst die Dinosaurier auslöschte, erfährt sie, warum Seeland ein besonderes Fenster in die Erdgeschichte ist. Weiter nördlich verbringt sie eine Nacht im Shelter, kocht über dem Feuer und erlebt, warum diese Art des Übernachtens so tief in der dänischen Kultur verankert ist.Am nächsten Tag wandert Miriam mit Mads Bennedsen ein Stück des neuen Pilgerwegs Tisvildevejen, bevor sie in Lejre in die Welt der Wikinger eintaucht: Schiffssetzungen, Sagen und die rekonstruierte Königshalle zeigen, wie präsent diese Vergangenheit hier bis heute ist. Dort trifft sie Orsolya Petrity, die sich seit ihrer Kindheit leidenschaftlich mit nordischer Mythologie beschäftigt und hier ihren Traum lebt.Zum Abschluss besucht Miriam das Food on Fire Festival südlich von Sorø – ein Treffpunkt für Feuerküche, regionale Zutaten und gemeinsames Kochen im Freien. Dort spricht sie mit Urd Kornø Rasmussen, die erzählt, wie sehr die Natur das Zusammenleben in Dänemark prägt.Wenn ihr mehr Lust auf Dänemark habt: WW398: Küstenwind, Kitesurfen und Kreativität – unterwegs auf den dänischen Inseln Lolland-Falster mit Miriam MenzWW424: Das besondere Licht Nordjütlands – unterwegs in Dänemark mit Miriam MenzWW435: Von Salzsiedern, Seegrasdächern und starken Frauen – unterwegs auf der dänischen Insel Læsø mit Miriam Menz ----------------------------------Werbung: Diese Folge entstand mit freundlicher Unterstützung von Visit Denmark. Mehr Informationen gibt es unter www.visitdenmark.de.----------------------------------Redaktion & Postproduktion: Miriam Menz----------------------------------Dieser Podcast wird auch durch unsere Hörerschaft ermöglicht. Wenn du gern zuhörst, kannst du dazu beitragen, dass unsere Show auch weiterhin besteht und regelmäßig erscheint. Zum Dank erhältst du Zugriff auf unseren werbefreien Feed und auf unsere Bonusfolgen. Diese Möglichkeiten zur Unterstützung bestehen:Weltwach Supporters Club bei Steady. Du kannst ihn auch direkt über Spotify ansteuern. Alternativ kannst du bei Apple Podcasts UnterstützerIn werden.----------------------------------WERBEPARTNERhttps://linktr.ee/weltwach Hosted on Acast. See acast.com/privacy for more information.

We welcome Bill Galatis to the show! Bill studied cinema, animation, film production, photography as well as developing into quite a cinephile. Bill also paralleled as a rock musician; performing, writing and recording all over New England and New York.From 2006-2018, Bill was involved with a premiere, international music school organization called School of Rock (SOR). SOR is a nationwide chain of performance-based music schools for kids ages 7-18, as well as adults. After a few years as the Music Director for School of Rock Boston, he became franchisee of that location and opened an additional school on the north shore of MA. In addition to opening both schools from scratch, Bill's Boston school was the first SOR unit to open in all of New England. As well as covering the day-to-day operations of both schools, Bill had a busy schedule of instructing weekly group rehearsals and private guitar and bass lessons.Around the end of winter 2014, Bill started to shift from the SOR day to day operations to more of an overseer. This allowed him to build his career in filmmaking, with a focus on acting, but still film editing and writing here and there. In the next 6 years, Bill booked lead and supporting roles on about 40 independent and studio films, both short and feature length. He worked closely with Karen Allen (Raiders of the Lost Art), John Fiore, Frank Santorelli, Armen Garo and Robert Funaro (The Sopranos) to name a few of the more well-known artists. By 2018, Bill made the big decision to sell both of School of Rock locations and go into the movie business full time.In 2020, Bill moved to Manhattan, New York. With the pandemic in full throttle, Bill's film editing career became more of the main focus. In the last 5 years, Bill has edited about a half dozen independent short films and 4 independent feature length films. Bill has recently started studying at the Manhattan Edit Workshop and is aiming to break into editing for major film studio productions.Bill's Reel: https://vimeo.com/1121209032/3980bfe952IMDb: https://www.imdb.com/name/nm7113973/See more on GreekAF: https://www.greekradio.app/

Gościem rozmowy jest Mateusz Sieradzan, znany w internecie jako Pan Pielęgniarka - ratownik medyczny, pielęgniarz, były pracownik SOR-u, obecnie dyspozytor medyczny i autor książki "Szpital to nie hotel".Rozmawiamy o tym, co dzieje się w polskiej ochronie zdrowia od środka.O sześciu zgonach w jeden dyżur.O bezradności w czasie pandemii.O konflikcie pacjent - medyk.O wypaleniu zawodowym.O braku informacji, który rodzi strach i agresję.O nierównościach w dostępie do leczenia.O tym, dlaczego nawet medyk boi się umierania w polskim szpitalu.

Evidence and research are at the heart of current SoR mandates. Yet little time and few resources are provided to enable teachers to understand exactly what these terms mean. Worse, it is assumed that teachers must allow the “experts” to read and explain “the research” for them. This patronizing paradigm serves to further chip away at teachers' autonomy in favor of dependence and subservience. This presentation will use the context of a study by Linnea Ehri (2007) to demonstrate how to read and evaluate a research article. It also demonstrates common tricks and buzzwords used to misinterpret and misrepresent research. This in turn enhances participants ability to be responsible consumers of educational research and research-based claims.

Olu reviews how Nigerian players performed over the past weekend, with goals and standout moments across Europe. The big talking points include Samuel Chukwueze continuing his hot form at Fulham, Taiwo Awoniyi scoring his first goal of the season, Akor Adams' red-hot return for Sevilla, and Victor Osimhen reaching 50 goals for Galatasaray.Olu also highlights goals and assists from Paul Onuachu, Philip Otele, Chidozie Awaziem, and Gift Orban before selecting his Starboy of the Week podium. The episode concludes with a general player review and a look ahead to midweek Champions League and Europa League fixtures involving Nigerian players.Twitter - https://twitter.com/NFWPod Instagram - https://www.instagram.com/nigeriafootballweekly/ TikTok - https://www.tiktok.com/@nigeriafootballweekly Facebook - https://www.facebook.com/NigeriaFootballWeekly Linktree - https://linktr.ee/nigeriafootballweekly Email - nigeriafootballweekly@gmail.com (00:00) Intro(01:31) Standout Performers of the week(08:44) Starboy of the week(12:18) Premier League (Aina, Awoniyi, Bassey, Iwobi, Chukwueze Onyeka, Arokodare, Uche)(18:07) Championship (Ajayi, Osayi-Samuel)(18:10) Serie A (Lookman, Okoye, Akinsanmiro, Dele-Bashiru, Orban)(21:40) La Liga (Ejuke, Adams, Sadiq)(22:24) Bundesliga (Tella, Boniface, Akpoguma, Torunarigha, Agu)(23:19) Ligue 1 (Moffi, Simon, Awaziem, Ilenikhena, Ojediran)(25:15) Portugal (Sanusi, James)(26:08) Belgium (Onyedika, Sor, Frederick)(27:01) Turkey (Osimhen, Ndidi, Onuachu, Nwakaeme , Nwaiwu, Dennis)(28:24) Czech Republic (Durosinmi, Ogbu, Moses, Uchenna)(29:31) Greece (Onyemaechi, Dessers)(29:57) Switzerland (Otele)(30:13) PSL (Nwabali)(30:26) Ones to watch

Dr. Bob McGwier, also known as 'Science Bob' around SOR and the UFO community came in to join us for his monthly edition. This one we take a look at the top 15 stories in Ufology for 2025. From congressional hearings to whistleblowers, and of course AARO and USOs, we get into it all with 'Science Bob' who gives us great insight into the year that was!Become a supporter of this podcast: https://www.spreaker.com/podcast/spaced-out-radio--1657874/support.

From MTBF to AI – Rapid Fire Reliability Questions Abstract Mojan and Fred discuss a range of topics in a rapid-fire fashion. Key Points This episode takes a rapid-fire approach to some of the most debated questions in reliability engineering -- from "zero failures" to AI's role in failure prediction. We share quick takes, counterpoints, […] The post SOR 1123 From MTBF to AI – Rapid Fire Reliability Questions appeared first on Accendo Reliability.

The Right to Repair Abstract Mojan and Fred discuss the Right to Repair and how the balance between reparability, reliability, and customer experience. Key Points Join Mojan and Fred as they discuss The Right to Repair movement raises a tricky question: how much reparability should companies really design for? In this episode, we dig into […] The post SOR 1122 The Right to Repair appeared first on Accendo Reliability.

Faith Howard knew something had to change. As a Literacy Specialist, in her school district she wasn't making the impact she knew was possible. With the support of her administration, Faith reimagined her role and launched a “Literacy Lab” — a space designed to emphasize the SOR principles in targeted literacy intervention and instruction. In this episode, Faith shares how the Literacy Lab came to life and offers practical strategies teachers can use to strengthen Tier 1 instruction in their own classrooms. Facebook: Literacy Lab with FaithSubstack: Faith Howard | SubstackYouTube Channel: Science of Reading ClassroomEmail: literacylabwithfaith@gmail.com This podcast sponsored by:The Bell Ringer, a weekly newsletter providing news, tools, and resources on the science of learning, written by education reporter Holly Korbey. Subscribe here. Murmuration Author Services by Mark Combes. Looking to write your first book? Murmuration Author Services is your friend and coach for this journey. Learn more here. 

The Role of Stories Abstract Carl and Fred discuss the role of stories in conveying principles to others. At first, it may not come easily; but it is an essential part of good communication, and well worth the effort. Key Points Join Carl and Fred as they discuss how to leverage stories to enhance reliability […] The post SOR 1121 The Role of Stories appeared first on Accendo Reliability.

Asking Questions Abstract Carl and Fred discuss another of the communication skills: how to use questions in your reliability practice. Key Points Join Carl and Fred as they discuss different ways to ask questions to connect with people, and explore information. Topics include: How you can learn by questioning Back and forth between the skills […] The post SOR 1120 Asking Questions appeared first on Accendo Reliability.

If you furiously measure the wrong thing, you usually have furious customers. EV charging stations are routinely reported as having a 99 % uptime. But customers don't share this view of the charging station performance. And it comes down to getting reliability metrics right. The post SOR 1119 EV Charging Stations appeared first on Accendo Reliability.

Redundancy and Culture Abstract Chris and Fred discuss the role redundancy plays in an organization’s culture … especially one that needs to maintain redundant systems and plants. Key Points Join Chris and Fred as they discuss how having redundancy (or perceived redundancy) in a system has on the culture of the people who use, operate, […] The post SOR 1118 Redundancy and Culture appeared first on Accendo Reliability.

Step inside the golden era of Muay Thai through the eyes of Leanardo Dado one of the first Westerners to live, train, and fight in Thailand.  In this episode, Dado recounts his journey from Switzerland to Bangkok in the late 1980s, his years at Sor. Thanikul and Eminent Air Gym, and the lessons he learned under Thailand's toughest fighters.   From sleeping in the gym and training alongside champions to building a career around the sport, Dado shares what it really means to dedicate your life to Muay Thai. He is now the head coach for WBC Muay Thai and RWS champion Dani Rodriguez. Want to learn more about the sport? Check out: Muay Thai The Complete Insider's Guide To Training Fighting And Business: https://a.co/d/iFTOOKH

Legendary fighter Lamnamoon Sor. Sumalee sits down to share his story — from fighting in the late 1980s Golden Era to teaching the next generation of Muay Thai fighters in Isaan. Known as one of the greatest Muay Khao (knee) fighters of his time, Lamnamoon reflects on his early days at Sor. Sumalee Gym, his path to Lumpinee and Rajadamnern glory, and how training has evolved from the no-phone, no-distraction days to today's social media era. Want to learn more about the sport check out: Muay Thai The Complete Insider's Guide To Training Fighting And Business: https://a.co/d/iFTOOKH  

Data Usage Abstract Enrico and Fred discuss the need for data analysis. Key Points Join Enrico and Fred as they discuss Topics include: The data analysis related to the mission profile or use conditions Example on collecting use data to guide testing Consider the use of spare parts use data Enjoy an episode of Speaking […] The post SOR 1113 Data Usage appeared first on Accendo Reliability.

Quality Management Systems Abstract Dianna and Fred discuss the implementation and effectiveness of Quality Management Systems (QMS) and how they impact organizational performance. Key Points Join Dianna and Fred as they discuss the implementation and effectiveness of Quality Management Systems (QMS) and how they impact organizational performance. Topics include: Define an integrated system to drive […] The post SOR 1112 Quality Management Systems appeared first on Accendo Reliability.

Customer Service and AI Abstract Dianna and Fred discuss customer service and AI: focusing on the impacts and challenges presented by the adoption of Artificial Intelligence (AI) for customer service. Key Points Join Dianna and Fred as they discuss the critical function of customer service, focusing on the impacts and challenges presented by the adoption […] The post SOR 1111 Customer Service and AI appeared first on Accendo Reliability.

Consumer Electronics and Cars Abstract Mojan and Fred discuss consumer electronics and cars. Consumer and automotive electronics may share similar technologies, but their reliability challenges are worlds apart. Designing for the stresses of a living room is nothing like designing for the stresses inside a car. Key Points Join Mojan and Fred as they discuss: […] The post SOR 1110 Consumer Electronics and Cars appeared first on Accendo Reliability.

Hello everyone! We have done extensive podcasts on the many aspects of reading and writing. We have covered pedagogy, research, cutting edge ideas and a return to form. One of the biggest topics that have graced this show is the topic of The Science of Reading. Heard of it? To dive into the latest research, findings, and thinking around the subject, I have brought on one of the experts in the field, Erica Woolway. Erica Woolway is the President and Chief Academic Officer of Teach Like a Champion. Erica is a former kindergarten teacher and elementary school leader. She is coauthor of Practice Perfect and Reading Reconsidered. In this episode we cover what SoR is, the debate around what works in reading, and the push for a more in-depth approach to reading instruction (among other odds and ends.) Enjoy!   Teach Like a Champion Links   Buy the book: https://www.wiley.com/en-us/The+Teach+Like+a+Champion+Guide+to+the+Science+of+Reading%3A+Translating+Research+to+Reignite+Joy+and+Meaning+in+the+Classroom-p-9781394305995 Pilot the Reading Reconsidered Curriculum – available to purchase just one unit for £590 : https://teachlikeachampion.org/reading-reconsidered-curriculum/ Come to our workshops: https://teachlikeachampion.org/training/workshops/ Have us come lead training for you (in-person or remotely): https://share.hsforms.com/1w8SlL9vPRuq30hsy_6JUWgs3y4d?__hstc=65301169.251c3eb934a8f6dab79aeafc7cae4ab1.1727899617348.1757098518554.1757340098147.227&__hssc=65301169.2.1757340098147&__hsfp=3474073941   Doug LinkedIn: https://www.linkedin.com/in/douglemov X: @Doug_Lemov ; https://x.com/doug_lemov?lang=en Blog: https://teachlikeachampion.org/blog/   Erica LinkedIn: https://www.linkedin.com/in/erica-woolway-44901130/ X: https://x.com/ericawoolway?lang=en   Colleen LinkedIn: https://www.linkedin.com/in/colleen-driggs-09903559/ X: https://x.com/colleendriggs?lang=en Comments Offon #391 Guide to the Science of Reading with Erica Woolway (pt.1) Share this episode! FacebookXRedditLinkedInWhatsAppTumblrPinterestVkEmail    

Hello everyone! We have done extensive podcasts on the many aspects of reading and writing. We have covered pedagogy, research, cutting edge ideas and a return to form. One of the biggest topics that have graced this show is the topic of The Science of Reading. Heard of it?  To dive into the latest research, findings, and thinking around the subject, I have brought on one of the experts in the field, Erica Woolway. Erica Woolway is the President and Chief Academic Officer of Teach Like a Champion. Erica is a former kindergarten teacher and elementary school leader. She is coauthor of Practice Perfect and Reading Reconsidered. In this episode we cover what SoR is, the debate around what works in reading, and the push for a more in-depth approach to reading instruction (among other odds and ends.)  Enjoy!    Teach Like a Champion Links   Buy the book: https://www.wiley.com/en-us/The+Teach+Like+a+Champion+Guide+to+the+Science+of+Reading%3A+Translating+Research+to+Reignite+Joy+and+Meaning+in+the+Classroom-p-9781394305995 Pilot the Reading Reconsidered Curriculum – available to purchase just one unit for £590 : https://teachlikeachampion.org/reading-reconsidered-curriculum/ Come to our workshops: https://teachlikeachampion.org/training/workshops/ Have us come lead training for you (in-person or remotely): https://share.hsforms.com/1w8SlL9vPRuq30hsy_6JUWgs3y4d?__hstc=65301169.251c3eb934a8f6dab79aeafc7cae4ab1.1727899617348.1757098518554.1757340098147.227&__hssc=65301169.2.1757340098147&__hsfp=3474073941   Doug LinkedIn: https://www.linkedin.com/in/douglemov X: @Doug_Lemov ; https://x.com/doug_lemov?lang=en Blog: https://teachlikeachampion.org/blog/   Erica LinkedIn: https://www.linkedin.com/in/erica-woolway-44901130/ X: https://x.com/ericawoolway?lang=en   Colleen LinkedIn: https://www.linkedin.com/in/colleen-driggs-09903559/ X: https://x.com/colleendriggs?lang=en

Welcome to Season 5 of Together in Literacy! We're thrilled to be back and thank you for joining us. In this episode we're kicking off our new season by setting the scene for the overarching topic that will inform our conversations: What do students with dyslexia really need? The answer may sound familiar: more than just phonics! Our students need a comprehensive approach that sees the whole learner. We'll talk about this in-depth this season, with topics like going beyond explicit phonics, decoding, executive function, layered and responsive instruction, metacognition, and self-advocacy strategies. Resources mentioned in this episode: "Teaching Beyond the Diagnosis, Empowering Students with Dyslexia" by Casey Harrison Essentials of Dyslexia Assessment and Intervention (Essentials of Psychological Assessment) by Nancy Mather and Barbara J. Wendling Oldes:r podcast episode 1.15 All About Accommodations for Dyslexia 2.14 Using Evaluations to Better Understand Our Learners with Katy Vassar 3.12 Harnessing the Power of Assistive Technology with Katie Larew 3.14 Understanding and Embracing The Ladder of Reading & Writing (Part 1) with Dr. Nancy Young 3.15 Understanding and Embracing The Ladder of Reading & Writing (Part 2) with Dr. Nancy Young 4.2 Are students with dyslexia getting lost in the SOR movement? 4.4 The Foundational Principles of Orton-Gillingham (part 1) 4.5 The Foundational Principles of Orton-Gillingham (part 2) We officially have merch! Show your love for the Together in Literacy podcast! If you like this episode, please take a few minutes to rate, review, and subscribe. Your support and encouragement are so appreciated! Have a question you'd like us to cover in a future episode of Together in Literacy? Email us at support@togetherinliteracy.com! If you'd like more from Together in Literacy, you can check out our website, Together in Literacy, or follow us on Facebook and Instagram. For more from Emily, check out The Literacy Nest. For more from Casey, check out The Dyslexia Classroom. We're looking for topic and guest suggestions for season 5 of the Together in Literacy Podcast! Let us know what you want to hear this season! Thank you for listening and joining us in this exciting and educational journey into dyslexia as we come together in literacy!

Please enjoy our last re-release of favorite episodes before we launch season five! This one looks at the Science of Reading: The recent movement to look deeply into the Science of Reading (SOR) has shifted the training we seek for teachers, the training and programs endorsed at the state level, and the curriculum school districts purchase. So, why are our students still not reading and writing proficiently? Is it the instruction, curriculum, or teacher training and knowledge that is seriously impacting learning outcomes? Or, is it a combination of all three factors? In this episode, we discuss the SOR movement and why some students, particularly those with dyslexia, seem to be getting lost in the debate. Resources mentioned in this episode: The new “science of reading” movement, explained 1.12: The Importance of Building Teacher Knowledge and The Peter Effect 2.14 Using Evaluations to Better Understand Our Learners with Katy Vassar What Is Specific Learning Disorder? Department of Education letter on dyslexia 2.9 The Power in Saying Dyslexia Essentials of Dyslexia Assessment and Intervention (Essentials of Psychological Assessment) 2nd Edition New and Not-Well-Known Research about Reading Disabilities: Teachers Want to Know We officially have merch! Show your love for the Together in Literacy podcast! If you like this episode, please take a few minutes to rate, review, and subscribe. Your support and encouragement are so appreciated! Have a question you'd like us to cover in a future episode of Together in Literacy? Email us at support@togetherinliteracy.com! If you'd like more from Together in Literacy, you can check out our website, Together in Literacy, or follow us on Facebook and Instagram. For more from Emily, check out The Literacy Nest. For more from Casey, check out The Dyslexia Classroom. We're looking for topic and guest suggestions for season 4 of the Together in Literacy Podcast! Let us know what you want to hear this season! Thank you for listening and joining us in this exciting and educational journey into dyslexia as we come together in literacy!

As we wrap up our Science of Reading Summer Series, it's time to start thinking about next year and how to make your literacy block both effective and manageable. We know fitting everything into a literacy block can be challenging, so here are some key components to include: word study, reading comprehension, whole group lessons, writing, small group lessons, independent practice, and transitions.The secret? These elements don't need to happen in isolation. I encourage you to be creative and find ways to teach multiple concepts at once. Integrating different elements can make your literacy block more engaging and efficient, allowing you to cover more ground without overwhelming your students.Remember that while it's important to establish routines and structure in your literacy block, you want to also maintain flexibility to adjust as needed throughout the year. This adaptability ensures we can meet our students' needs and help them become successful readers and writers. Tune in for practical strategies to plan a literacy block that works for your classroom and your sanity.Join us in the Stellar Literacy Collective Membership: stellarteacher.com/join!Sign up for my FREE private podcast, the Confident Writer Systems Series, here!Sign up for my FREE Revision Made Easy email series here!Follow me on Instagram @thestellarteachercompany. To check out all of the resources from this episode, head to the show notes: https://www.stellarteacher.com/episode269.Mentioned in this episode: